• Develop a comprehensive understanding of intelligence theories and methods of how intelligence is measured;
• Carry out British Ability Scales on a learner;
• Score and interpret the British Ability Scales;
• Choose the ideal intervention strategy for each particular case;
• Conduct developmental interviews;
• Advice educators and parents to support students with atypical development to thrive in education and other contexts;
• Report a developmental history of a client/student.

• Define the concept of intelligence;
• Describe the Spearman’s and Gardner Theories of Intelligence;
• Comprehensively distinguish between fluid and crystalised intelligence;
• Critique and systemically define how intelligence is measured;
• Outline the history, standardisation and theory behind British Ability Scales;
• Demonstrate knoweldge of how to administer the British Ability Scales;
• Describe the different developmental theories;
• Develop understanding of neurodevelopmental disorders as describe in the DSM 5-TR and ICD 11;
• Identify the reciprocal impact that the two concepts have on each other;
• Recognize atypical development;
• Identify the impact of the environment on the different aspects of development.

• Administer British Ability Scales on children/adolescents in schools;
• Input raw scores obtained from British Ability Scales ;
• Interpret results and report findings of the British Ability Scales;
• administera developmental interview and summarise the findings in a clear and organised manner;
• Select tests that help identify atypical development;
• Conduct observations to identify atypical development;
• Collaborate with other stakeholders in the holistic development of the child/adoloscent.

This module will be assessed through: Assignment and Practical Task: A recorded assessment session.

Core Reading List

1. Goldstein, S., Princiotta, D., & Naglieri, J.A. (2015). Handbook of Intelligence: Evolitionary Theory, Historical Perspective and Current Concepts. New York: Springer Publishing.
2. Robertson, C. (2017). Intelligence Psychology: The Complete Explanations, Theories, IQ Levels, Measurements & Types of Human Intelligence.
3. Stenberg, R.J. (2018). The Nature of Human Intelligence. Cambridge University Press.
4. Kranzler, J.H., & Floyd, R.G. (2020). Assessing Intelligence in children and adolescents: A practical guide for evidence-based assessments. USA: Rowman & Littlefield.
5. Guo W., Chen Y., Liu S., Zhang X. (2019) Intelligence Testing. In: Shackelford T., Weekes-Shackelford V. (Eds.) Encyclopedia of Evolutionary Psychological Science. Springer, Cham.
6. Elliott, C.D. (2011). BAS3 British Ability Scales Technical Manual (3^rd Edition). GL Assessment.
7. Elliott, C.D. (2011). BAS3 British Ability Scales Administration Manual (3^rd Edition). GL Assessment.
8. Tetzchner von, S. (2019). Child and Adolescent Psychology: Typical and Atypical Development. Routledge.
9. Dawson, P. & Guare, R. (2018). Executive Skills in Children and Adolescents, Third Edition: A Practical Guide to Assessment and intervention (3^rd Edition). The Guilford Press.

Supplementary Reading List

1. Warren, F., Mason‐Apps, E., Hoskins, S., Devonshire, V., & Chanvin, M. (2019). The relationship between implicit theories of intelligence, attainment and socio‐demographic factors in a UK sample of primary school children. British Educational Research Journal, 45(4), 736-75
2. Jose, P. E., & Bellamy, M. A. (2012). Relationships of parents’ theories of intelligence with Children’s Persistence/Learned helplessness: A cross-cultural comparison. Journal of Cross-Cultural Psychology, 43(6), 999-1018.
3. Eggen, P. & Kauchak (2007). Educational Psychology – Windows on Classrooms (7th ed.). NJ: Pearson, Merrill, Prentice Hall.
4. Gardner, H. (2006). Multiple Intelligences: New Horizons. New York: Basic Books
5. Hill, V. (2005). Through the Past Darkly: A Review of the British Ability Scales Second Edition. Child and Adolescent Mental Health, 10(2), 87-98.
6. Early intervention in neurodevelopmental disorders: underlying neural mechanisms – Cioni – 2016 – Developmental Medicine & Child Neurology – Wiley Online Library
7. Conceptualising compensation in neurodevelopmental disorders: Reflections from autism spectrum disorder – ScienceDirect